• Proceedings of the KAIS Fall Conference
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• 2000.10a
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• pp.280-284
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• 2000

최근에 많이 소개되는 인터넷을 이용한 교육, 학습의 대부분은 텍스트를 기반으로 하고 이미지를 삽입하는 방식을 이용하여 이루어지고 있다. 이런 방식은 인문, 사회분야의 과목에는 충분한 효과를 기대할 수 있지만 화학, 물리 등의 자연과학 과목에는 충분한 효과를 기대하기 어렵다. 이제는 통신의 발달로 인해 네트워크 사용이 생활화됨으로써 더 이상 VRML(Virtual Reality Modeling Language)이 넷스케이프 네비게이터나 마이크로소프트 인터넷 익스플로러 같은 인터넷 브라우저상에서 3차원 오브젝트만을 보여주는 시기는 지났다. 가상 세계여행 시스템은 최근 급속도로 확장되고 있는 인터넷과 인터넷 응용기술인 VRML, XML(extensible Makeup Language)을 이용하여 아직까지 사진이나 영상으로만 볼 수 있었던 세계의 도시, 건축물에 대한 정보를 3차원으로 구성된 세계여행을 통해 현실감 있는 정보를 제공하기 위해 설계되었다. 시스템의 특징은 세계의 대도시 및 유명 건축물을 VRML과 XML을 이용하여 가상으로 구성하고, 사용자는 프로그램 내에서 자신이 선택한 아바타를 조종하여 그 도시들을 여행함으로써 가상 공간 내에서 세계여행을 할 수 있다는 것이다. 또한 사용자는 여행중인 다른 아바타와의 채팅이 가능하고 도우미 아바타에게 궁금한 점을 질문할 수도 있다.

• Journal of The Korean Association For Science Education
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• v.27 no.3
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• pp.253-262
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• 2007

This study is an investigation regarding the understanding of the nature of science among pre-service science teachers majoring in science education. We interviewed 22 senior students in science education who finished their internship courses. Students were interviewed individually for approximately 20 minutes each. Data from semi-structured interview were audio-recorded and transcribed for the analysis. Findings indicated that participants held more complete understanding of the nature of scientific knowledge than the nature of scientific enterprise. Their understandings of the nature of scientific method was that hypothetical-deductive method is more scientific than descriptive-narrative method and there is a single stepwise scientific method to solve problems. These results showed that they have a narrow view of the nature of science. Thus, teacher education programs need to integrate the understanding of the nature of science throughout.

• Journal of The Korean Association For Science Education
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• v.27 no.5
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• pp.394-403
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• 2007

In this study, the effects of reciprocal peer questioning (RPQ) strategy upon students' concept learning were investigated. Ninety-two seventh graders at a co-ed middle school were assigned to control, reciprocal peer tutoring (RPT), and RPQ groups. The students were taught about 'three states of matter' and 'motion of molecules' for 12 class hours. Regardless of students' prior science achievement level, the RPQ group showed the highest scores among the three groups in the test of conceptual understanding, and the RPT group performed better than the control group. For high-level students, the scores of the RPQ group were significantly higher than those of the other groups in the test of the concept application, and those of the RPT group were higher than those of the control group. For low-level students, the scores of the RPT and RPQ groups in the concept application test were significantly higher than those of the control group, while those of the RPT and RPQ groups were not significantly different. These results indicated that verbal interaction by reciprocal tutoring helped students to understand chemical concept learning, and that using self-generated questions was more effective. Therefore, RPQ strategy is suggested to become one of the useful instructional methods to facilitate verbal interaction and concept learning in middle school science instructions.

• Journal of the Korean Chemical Society
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• v.53 no.6
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• pp.793-804
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• 2009

In this study, high school students' perceptions of chemically ill-defined ‘heavy metals’ were examined through questionnaires. Nineteen classes of 11th graders (N = 611) were divided into two groups according to completion of 'Chemistry I', which were 10 science-classes and 9 liberal art-classes and compared each other. Three terms of students' cognition and definition, impact on the formation of their cognition, and their chemical knowledge of 'heavy metals' were analyzed by SPSS. The findings revealed that most of students recognized ‘the heavy metal’ as the metal which causes to be accumulated on any living thing and is hazardous in human body regardless of different major between liberal art and science. Mass media and school instruction were found to be the greatest impact on the formation of these cognitions. Especially, school instruction had more effects on students majoring in science than students majoring in liberal art, which bring the result that students in science-classes have more misconception about the definition of 'heavy metals' with human toxicant regardless of metal species and its content in human body and physical density due to the ill-defined terminology of the textbook than students in liberal art-classes do. It is interesting that students in science-classes understood hazard and chemical structure of 'heavy metals' better, while students in liberal art-classes answered the question better about hazardous properties of heavy metals.

• Journal of the Korean Society of Safety
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• v.21 no.4 s.76
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• pp.127-133
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• 2006

The major purpose of this paper to identify safety climate practices, and to find the affecting variables that influence to the difference in the level of safety climate between plants and employees. And this paper attempted to find the interventions for improving safety climate in the chemical plants. The questionnaires were developed from literature review, especially made by HSE(Health and Safety Executive) in the UK and distributed to managers and workers. The frequency analysis was applied for identifying the level of safety climate. The affecting variables(plant size, accident occurrence, accident experience, injury experience and severity, and length of employment) are tested through analysis of variance(ANOVA). The results of frequency analysis showed that both managers and workers recorded generally high level of safety climate, and the major underlying problems are inadequate H&S procedures/rules, pressure for production, and rule breaking. According to the outcomes of ANOVA, the variable 'length of employment' is the only variable which makes the level of safety climate different. From the survey of safety climate practice, this study finds the level of safety climate and three major underlying problems in safety climate factors of the responded plants, and presents two interventions for improving safety performance. Despite of these outcomes, the applied factors are remained questionable for reflecting as the best ones for identifying safety climate in the chemical industry. In addition, the bias caused by self-report exist in the reliability of the response, and the equivalent size of respondents.

• Journal of The Korean Association For Science Education
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• v.36 no.4
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• pp.681-691
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• 2016

In this study, we investigated pre-service secondary chemistry teachers' use of teacher's guide in planning lessons. Eleven pre-service teachers at a college of education in Seoul participated in this study. Textbooks and teacher's guide books including various teaching materials were provided. Pre-service teachers used teacher's guide while they planned two lessons, which were a lecture and an instruction using science teaching model. A semi-structured interview was conducted. All of the teaching-learning materials and interviews were analyzed. The analyses of the results revealed that most pre-service teachers followed each lesson presented in teacher's guide, but they did not consider the structure of the whole unit and science curriculum. There were some cases that the exemplary lesson planning in teacher's guide helped them to select science teaching model. They modified the questions of textbook activity in planning their lecture. On the other hand, they modified the activity to fit each stage of the model in planning their instruction using science teaching models. Most pre-service teachers constructed their own worksheets by applying the materials of the teacher's guide. They recognized the components of assessment by considering exemplary lesson planning from the teacher's guide, and created questions by modifying the content of textbooks and teacher's guide books including various teaching materials. However, the questions which they made were limited in context of knowledge. They evaluated that introductory questions were not of interest to students, and modified or added new materials. Educational implications of these findings are discussed.

• Journal of the Korean Chemical Society
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• v.55 no.6
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• pp.1030-1041
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• 2011

We investigated the understanding of pre-service science teacher about the chemistry concept of middle school curriculum using some items in National Assessment of Educational Achievement and analyzed the result according to background variables of pre-service science teacher. The result was that there were some pre-service science teachers who select incorrect answer at all items, pre-service science teachers don't fully understand the concept needed to solve item. And the percentage of correct answer at some items was low regardless of selection of chemistry as an elective subject at CSAT(College Scholastic Ability Test). We found some facts through the depth interviews to find the cause of the result. First, the misconception acquired in middle school days is tend not to change until college student. Second, the formation of misconception is affected by the study habit with which solve problem by simple calculation and memory without essential understanding. Third, the study habit with which solve problem by simple calculation and memory without essential understanding could not replace misconceptions acquired in middle school days with scientific concept regardless of selection of chemistry as an elective subject at CSAT.

• Journal of The Korean Association For Science Education
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• v.31 no.8
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• pp.1055-1076
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• 2011

In this study, we investigated the changes in beginning chemistry teachers' teaching practice without mentoring program and after the implementation of mentoring program. Participants in our study included two chemistry teachers who have less than one year of teaching experience and three mentor teachers. We collected data such as video recordings of teacher's classes, interview, and recordings of mentoring after each class. The results show there were slight changes in teaching contents, teaching procedure, and explanation method without mentoring. On the other hand, there were a lot of significant improvement in classroom environment, teaching contents and teaching procedure, teaching-learning techniques, questioning and feedback, and explanation method after mentoring has been implemented. However, there were no easy changes in the teaching style, understanding of students, and ways of interaction with students in connection with teaching purposes. Based on the results of this study, we explored the possibilities of instructional improvement through mentoring on beginning chemistry teacher's teaching practice. Therefore, we consider that more systematic and long-term mentoring is necessary to improve professionalism in teaching beginning teachers. In particular, we propose mentoring programs reflecting the individual needs of beginning teachers.

• Journal of the Korean Chemical Society
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• v.59 no.3
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• pp.246-252
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• 2015

In this study, we examined elementary school teachers' needs for environmental education (EE) in order to effectively implement EE in the elementary school. The participants were 113 elementary school teachers in Chungcheongnam-Do. Twenty items were adapted from the Environmental Education Needs test, and the teachers were asked to respond to each item on a 5-point Likert scale. For the items of the subcategory of EE training, teachers' preferences between the on-site and the online training were also asked. Although the teachers showed relatively strong needs for most items of both the subcategories of EE service and EE training, they exhibited stronger needs for the items related to the services and/or the content of training readily applicable to EE classes. Teachers preferred the online training to the on-site training in most items whereas their preferences to the on-site training tended to be relatively high in the items such as the use of local nonformal EE site, the development and the use of outdoor EE site, and the EE teaching strategies. Educational implications for the effective EE are discussed.

• Journal of the Korean Chemical Society
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• v.43 no.6
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• pp.720-727
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• 1999

The science teachers' perceptions and the status of formative assessment in science teaching were identified through a questionnaire. The majority of teachers thought that the most important goal of assessment in education was to identify to what extent pupils achieved learning objectives. They suggested that formative assessment was the most appropriate method regardless of the purposes of assessment. They thought that formative assessment was an assessment carried out at the end of lesson to identify to what extent pupils achieved learning objectives. The teachers stressed the need for formative assessment to identify what pupils achieved. But they carried out formative assessment about once a week and there were very few teachers carrying out formative assessment during the lesson. They responded that it was difficult to carry out formative assessment because of large class size, lack of time and difficulty in preparation. And they used the information from formative assessment to judge the level of attainment.